Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: To create an exhibit that will attract more attention to the museum. Role: You are the world renown historian who has been all across Europe. Audience: The American History Museum director and curator. Situation: There are few exhibits that show the trials of reconstructing Europe Post World War II. Product/Presentation: You will use an imovie to present critical information to tourists with short attention spans. Standards (Criteria from both rubrics - product and presentation):
imovie rubric: content 20%, attractiveness 20%, originality 20%, mechanics 15%, organization 15%, time limit 10%
presentation: comprehension 20%, preparedness 20%, posture and eye contact 15%, collaboration with peers 20%, enthusiasm 15%, on topic 10%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
• Use an imovie to create a democracy advertisement to show understanding of democracy in Post WWII.
• Use a blog to create a debate on the formation of Israel between skeptics and advocates.
• Use glogster to create a social change poster detailing new social standards that developed from/after WWII.
• Use xtranormal to create a Stalin or Truman speech that would be given to the public.
• Use fakebook to create a conversation between the US and USSR over the issues dividing them.
• Use Museum box to follow a key figure's life story.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre-assessment: Present a group discussion or class created timeline of events in WWII and Post WWII.
• Checking for Understanding: Flag it, clickers, take and pass, quick writes, capacity matrix, Decisions, Decisions
• Timely Feed Back: Self, Peer, Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
• America's involvement in WW2 led to increased investment in foreign affairs.
changes in government powers led to the rise of certain historical figures.
WW2 caused political, economic and social changes.
•Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Post World War II
•Reconstruction
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
The American History Museum is in desperate need of an exhibit detailing the reconstruction of Europe after World War II. How exactly did Germany get divided into two? Where exactly does Israel fit into all of this? As the world renowned historian, the museum has turned to you and your colleagues to create an exhibit. You have spent your entire lifetime gathering knowledge for this particular task. You will use the information you have learned about the influence of American democracy in Europe, the role of key figures such as Stalin and Eisenhower, and your understanding of the conflict between the US and the USSR. Though you are known worldwide and are quite brilliant, the museum director and curator are a skeptical pair and will need to review the exhibit before it is set up for public viewing. You must create an imovie that succinctly covers the events of the reconstruction in Europe. The exhibit could detail political, economic, or social changes. The museum is leaving the choice of topic up to your creative decisions but you are encouraged (maybe even required) to meet with a past history teacher and get his opinion on your topic. In addition, the movie should be interesting and accessible enough for museum viewers to be able to stand and watch.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•imovie
•oral presentation
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: You are the world renown historian who has been all across Europe.
Audience: The American History Museum director and curator.
Situation: There are few exhibits that show the trials of reconstructing Europe Post World War II.
Product/Presentation: You will use an imovie to present critical information to tourists with short attention spans.
Standards (Criteria from both rubrics - product and presentation):
imovie rubric: content 20%, attractiveness 20%, originality 20%, mechanics 15%, organization 15%, time limit 10%
presentation: comprehension 20%, preparedness 20%, posture and eye contact 15%, collaboration with peers 20%, enthusiasm 15%, on topic 10%
• Use a blog to create a debate on the formation of Israel between skeptics and advocates.
• Use glogster to create a social change poster detailing new social standards that developed from/after WWII.
• Use xtranormal to create a Stalin or Truman speech that would be given to the public.
• Use fakebook to create a conversation between the US and USSR over the issues dividing them.
• Use Museum box to follow a key figure's life story.
• Checking for Understanding: Flag it, clickers, take and pass, quick writes, capacity matrix, Decisions, Decisions
• Timely Feed Back: Self, Peer, Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
changes in government powers led to the rise of certain historical figures.
WW2 caused political, economic and social changes.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Attractiveness 20%
•Originality 20%
•Mechanics 15%
•Organization 15%
•Time Limit 10%
•Collaboration with Peers 20%
•Preparedness 20%
•Posture and Eye Contact 15%
•Enthusiasm 15%
•On Topic 10%